Final Institutional Effectiveness Plan

2013-2014

Office of Institutional Effectiveness, Planning and Assessment

TABLE OF CONTENTS

PLANNING and ASSESSMENT – UNITS: 2013– 2014……………………………………………………………………………….…....1-84

OFFICE OF THE PRESIDENT………………………………………………………………………………………………………………...1-13

PRIDE/Predominately Black Institution Grant

TITLE III Program

ADMINISTRATIVE AFFAIRS…………………………………………………………………………………………………………………....14

ACADEMIC AFFAIRS……………………………………………………………………………………………………………………………..18

CURRICULUM PROGRAMS ……………………………………………………………………………………………………………………..25

SCHOOL OF ARTS and SCIENCES…………………………………………………………………………………………………………..28

SCHOOL OF BUSINESS………………………………………………………………………………………………………………………...33

SCHOOL OF LEGAL and PUBLIC SERVICE………………………………………………………………………………………………..38

SCHOOL OF VOCATIONAL & INDUSTRIAL TECHNOLOGY (Including Off-Campus)...……………………………………..…44

SCHOOL OF NURSING & ALLIED HEALTH SERVICES…………………………………………………………………………………52

LIBRARY…………………………………………………………………………………………………………………………………………....59

STUDENT SERVICES……………………………………………………………………………………………………………………………..60

CONTINUING EDUCATION and COMMUNITY SERVICES……………………………………………………………………………...70

OFFICE OF INSTITUTIONAL EFFECTIVENESS…………………………………………………………………………………………….73

Office of Institutional Effectiveness, Planning & Assessment

QEP Circle Program

INSTITUTIONAL ADVANCEMENT…………………………………………………………………………………………………………..77

2013-2014

OFFICE OF THE PRESIDENT Dr. Ervin V. Griffin, Sr., President Purpose: The Office of the President has the responsibility for bringing together the resources of the institution – physical, financial, and personnel in order to allocate them effectively to achieve the goals of the institution.

Goal

I,II, III, IV, V, VI

Intended Student

Learning Outcome

Intended Outcome

Criteria for Success

Assessment Tools

Resources/ Cost

Assessment Results / Outcomes

Use of Results

Goal III (3.1, 3.2, 3.3) Economic Development Support economic development in the Roanoke Valley.

Academic and Con Ed course offerings will support the needs of the business & industry workforce.

Establish 3 WFDE articulations with Vocational Education

Increase customized training offerings

Increase number of third party credentials

WFDCE articulation agreements established

Training schedule and funded

Credentials awarded and increase in completion rate performance

Articulation agreement with Virginia Union University signed Spring 2014.

HCC graduates with an associate degree and a 2.0 GPA can enter VUU having met all Gen Ed. Requirements.

The department has added 5 new credentials. (1) OSHA outreach for industry standards (2) National Safety forklift (3) Department of

HCC will promote the agreement and encourage students to pursue and complete an associate degree.

The additions of the new 3rd party credentialed classes show the need to continually search for new offerings for area students to keep

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Commerce Pre apprenticeship for HVAC (4) Department of Commerce Pre apprenticeship for Energy Specialist (5) NC Refrigeration Resulting in 15 new class offerings in 2014 equating to 6.9% of the previous years credentialed classes. These new credentials represent 15.6% of the credentials taken by students in 2014.

up with the needs of the community. Without these new third party credentials, the drop in students would have been greater. The department will continue to explore new and desired 3rd party credentials to offer the community.

Goal II (2.3, 2.4, 2.5) Academic Programs Ensure effectiveness in Instructional Programs

Meet requirements for NCCCS performance indicators

Scores on NCCCS performance indicators will meet or exceed system goals

2013-14 NCCCS performance measures

There are eight (8) performance measures: HCC exceed the NCCCS goal (45.6) in the area of Curriculum Completion Rate at 46.2% Below the goal, but above the average in 4 areas: Basic Skills 45.5%/51.2% Developmental English

These results were shared campus-wide during convocation and academic departments use these results to gauge student learned outcomes and set benchmarks for the 2014-15 academic year.

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Subsequent Success 6.7%/74.9 Licensure Pass Rate 83.3%/91.7% Transfer Performance Rate 90.9%/93.8% Above the baseline in two (2) areas: Developmental Math Subsequent Success 64.2%/47.5% One Year Progress 65.7%/53.2% Below the baseline: GED Pass Rate 48.5%/49.3%

Goal V (5.4) Public Awareness Increase Public Awareness

Annual Report Publication

Annual Presidents Report

Published Fall 2014- distributed campus and community-wide.

Report highlights strategic priority accomplishments and student success. This will be used as a marketing and promotional tool for the college.

Goal I, II, III, IV, V, VI Strategic Plan: Oversee strategic plan implementation

Meet mission and goals HCC college strategic plan through 2017

Results from Institutional Effectiveness planning

I.E. plans

2013-14 NCCCS Performance Measures

IE plans submitted by units and discussed with President and Dean of I.E, and

Results of IE will be used for IE planning for academic 2014-15 and setting

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to meet the HCC mission and goals

Unit Head in Spring 2014. Final results discussed with Dean of I. E. August 2014.

strategic priorities.

Strategic plan update used to plan yearly priorities and I. E.

Goal II (2.3) Student Development Plan sustained programs for student enrollment, development, satisfaction and success.

Meet 10-year enrollment projection by 2020

8-week Mini-Semester enrollment

2% increase in enrollment above prior year and a 2% increase in the retention rate.

Increase the graduation rate by 2%.

Enrollment data and academic program reports

Internal enrollment/ retention data and NC Performance Indicator Report

Fall enrollment declined from fall 2012 (1556) to fall 2013 (1357) resulting in a -1.63 % decrease.

Fall 2012 retention rate was 53% and for fall 2013 the rate was at 52%- which is a -1% decrease.

An enrollment management committee was formed for the 2014-15 academic year to address enrollment and retention. The committee’s task is to develop strategies campus-wide to increase enrollment and retention.

Goal V Budget Prepare a data-driven institutional budget based on sound educational planning

The annual budget will be approved by the Board of Trustees

Budget panning and expenditures will be aligned with NCCCS guidelines.

An approved annual budget and distribution of budget allocations

Budget plan, reports and minutes of board meeting

The annual budget was approved by the board of trustees in August 2013 and reflected in board meeting minutes. Budget reports were given at every monthly board of trustees meetings.

Budgets were officially allocated to units September

Budget allocations, will be adjusted for the 2014-15 academic year according to 2013-14 budget/ expenditures patterns and 2014-15 strategic plan priorities.

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2013 and all expenditures were aligned with NCCCS guidelines.

Goal IV Institutional Effectiveness Implementation of campus wide institutional effectiveness plan, guide strategic planning and institutional growth and development

Monitor campus wide institutional effectiveness

Establish Voluntary Framework of Accountability (VFA) metrics

Insure HCC overall planning is aligned with SACS requirements

Unit implementation of IE plans

VFA metrics identified for each unit.

A board approved HCC Strategic Plan for 2013-17

Institutional Plans submitted by each unit/Mid-year report submitted

A completed published Strategic Plan

Board of Trustees meeting minutes

IE plans submitted in September 2013; mid-year report submitted February 2014.

Meetings held with all units to establish VFA metrics.

Strategic Plan approved by Board of Trustees June 2013.

Final IE Reports submitted May 2014, results reviewed and revisions made as needed.

Results were used to plan for 2014-15.

Data collection process were identified to begin August 2013

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2013-2014

P. R. I. D. E. MALE LEADERSHIP PROGRAM Daniel Lovett, Director

Purpose: To enhance enrollment management and increase public awareness of the college.

Goal Intended

Outcome

Criteria for

Success

Assessment

Tools

Resources

/Cost

Assessment

Results

Use of

Results

Enroll 50 men in the PRIDE program

Identify 50 potentially at risk men in and provide a learning coach (LC) mentor to assist with adjustment

100% of participants will be assigned a learning coach to provide personal, social and academic support

LC Assignment roster

Applications Needs assessments Event sign-In forms

$7,000 Enrolled 62 men in the PRIDE program

To ensure maintenance and leadership program to increase retention and graduation rates.

Reduced participant numbers in concert with a 28% reduction in state funds over last 2 years

Establish more effective/result- oriented recruitment strategies

Increase number of men who complete PRIDE participation contracts by October 1, 2012.

75% of participants will complete a contract by October 1.

Number of contracts completed Number/frequency of contract attendance at program activities

$8,000 Hired 2 part time learning coaches to assist with recruitment, students success, and mentoring Hired 2 work-study students to assist with office and database management.

To ensure HCC meets NCCCS 30 student participants’ requirements. To ensure accurate database management for reporting. To determine if LC support increases student success

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outcomes vs. non participants

Design strategies to increase student participation in program activities

Increase participant attendance at PRIDE, SSS, and SGA sponsored activities

Contracts and permanent folders/record will reflect 65% participation rates

Attendance rosters from PRIDE, SSS, SGA sponsored activities

$1,000 To date, 48 of 62 participants have contracts; however this represents 96% of original goals vs. total participants

To determine individual needs and if involvement/participation increases students success and retention rates

Design strategies to increase retention

Increase number of men return in subsequent semesters

83% of men will return 2nd semester 68% will return for year 2

Registration schedules, class rosters, Financial Aid awards Scholarships

$1,000 Provided assistance with advising, registration, personal/environment stressors (MORE), and arranged tutoring.

Of the original 62 students 2 completed graduation, 3 joined PTK, 8 are receiving scholarships, 11 have completed the problem solving inventory.

To determine if increased assistance with advising, registration, personal development and tutoring increased student adjustment and performance.

In Jan 2014, will collect numbers: spring retention rate, number in good standing, dropout, academic difficulty compared to participation rates

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Increase number of financial aid application submitted by April 1st.

Reduced number of men who leave due to lack of funds

75% of participants will submit applications by April 1st.

Percent who submit apps during aid workshops, number presenting proof of Financial aid app completions forms.

$1,000 This activity begins in January 2013.

Will be reported during final reporting cycle.

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2013-2014

HCC TITLE III PROGRAM Daniel Lovett, Director Purpose: Build a clear framework between Enrollment Management, Institutional Effectiveness, and Student Learning Outcomes to guide decisions and priorities and assess accountability measures.

Goal Intended

Outcome

Criteria for

Success

Assessment

Tools

Resources

/Cost

Assessment

Results

Use of

Results

Coordinate Title III and Sponsored program support and reporting processes

Establish efficient structured grant planning, training, reporting program

Increase number of grant training opportunities, submissions, and approvals

Number of Training opportunities, grant submission, grant revenues

$5,000 Coordinated 4 grant training sessions. Grant submissions increased by 62% & revenues increased $764,000.

Will insure measureable progress toward goals, help establish benchmarks compared to peer institutions and establish grant seeking culture at HCC

Assist project managers (PM) with activity management

Project managers (PMs) will understand projects expectations and reporting requirements. Project will be launched and completed according to implementation timeline

All PMs will submit quarterly reports by deadlines

All PMs will implement projects according to timelines

Report submission dates Email submissions stamp date/time Data collection instruments, i.e., surveys & evaluations

$200 100% of PMs attended Title III training or training make-up sessions.

100% of PM initiated project management or planning activities.

All PMs attend Training Part II or trained one-on-one with the director.

Collected quarterly results.

To ensure efficient and effective protect management and adherence to federal grant policies.

To increase on time report submissions, rosters will be sent to VP academic affairs, and president.

Recommend offenders not be given top priories for future REP requests.

Currently, the office publishes and shares the

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Updated Title III Manual (resides on the HCC Title III “I” Drive.

date during training, places it on the “I” drive, and send 2/3 reminders Late submitters will receive an official letter.

Oversee the preparation and monitoring of fiscal and technical reports

PMs reports will reflect proper use of funds

PMs will submit documentation to populate monthly reports for grantors

PMs expenses will correlate to budgets

Reports will arrive by timelines and include quantitative information

Submission of interim and final report on time; Use of data collection instruments, i.e., surveys & evaluations

$200

Established an internal tracking system and financial database to remain current on all reporting and budgeting transactions.

Submitted 2013-14 PBIF: Financial Eligibility Report, Annual Performance Report, Budget Closeout Report, HRSA Annual Performance Report

To ensure timely and accurate submission of all Title III reports.

Review monthly repost from accounting office to balance reconcile budget.

Director and administrative assistant now have access to online accounting system.

Remain current with Title III and U.S. Department of Education policies and grant terms/conditions to insure program compliance.

Remain aware of existing and new grant opportunities, and regulations that govern Title III eligibility

Title III guidelines will be adhered to.

HCC will be in full compliance.

New policies and regulations will be collected and placed in Title III notebook and on web page

$1,000 Attended grant update sessions at 2013-14 AACC and NISOD conferences.

Attended Title III Annual Conference and 3 Title III Grant Webinars Attended 3 Golden Leaf Grant management workshops.

Attended Grant workshop with

To ensure efficient and effective project management and adherence to federal; grant policies.

Identify 2 webinars annually and invite PMs to attend.

Set aside funds for PMs to attend local, area or state training and workshops.

Attend DOE annual

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Elizabeth City Representative met with Grant Coordinator at Virginia Union University.

Submitted HRSA Annual and financial closeout reports.

conferences to improve Title II operations and performance overall.

Coordinate writing/submissions for annual performance reports.

Insure quality submissions that meet all title III reporting guidelines.

Submissions will meet all grant reporting, budgetary, outcome, and assessment expectations

Timely report completion

Timely report submissions

$200 Submitted 2013-14 PBIF Grants, 3 Golden Leaf Grants, assisted with Duke Energy Grant.

HCC submitted PBIF 2011-12 Final report- accepted by DOE. Director preparing 2012-13 Final report for Sept 15 submissions. Worked with resources development officer and customized Learning coordinator to prepare grants: 1. Blue Cross Blue Shield (partnership with Easter Seals/Cerebral Palsy approved) 2. National Science

To ensure efficient and effective project management and adherence to federal grant policies.

Information suggests the need for a grants preparation page to help navigate officials through the grants writing process.

To establish a grant training program for faculty and staff.

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Foundation (not approved) 3. Preparing Dept. Labor TAACCCT with Wayne Community College & 14 other NCCCS schools 4. Kate B. Reynolds Fitness Interactive Trail (FIT) Funded at 150,000. 5. Three (3) Golden Leaf grants (Advance manufacturing ($450k) Sustainable Energy, & Northampton County Industrial Center. 6. Preparing Duke Power Grant for 250,000 7. Two Upper Coastal Plains Learning Councils grant (total 8,000) 8. Preparing First In the World Competition grant for 3 million 9. Received 6,000 from turning point Represents 750,000 Submitted the 2014-15 PBIF Eligibility

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Application and 2014 Title III, Part A, PBIF Program Award Letter, and ED 524 Budget Forms for 250,000 in awards, 2014-15

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2013-2014

ADMINISTRATIVE AFFAIRS, FINANCIAL SERVICES, PHYSICAL PLANT Human Resources, Information Systems, Physical Plant, Security, Bookstore, Child Care Center Debra Smith, VP Administrative Affairs, AVP of Finance/Controller

Purpose: To support the teaching mission of the College with efficient, effective resource allocation, management techniques and technology.

Goal

Intended Student-Learning Outcome Intended Outcome

Criteria for Success Assessment Tools

Resources/Cost

Assessment Results / Outcomes

Use of Results

Goal I (1.1) Ensure the financial viability of the child care center.

The child care center will operate at a profit.

The child care center will operate at a profit.

Child enrollment will be increased.

Grants, budget The center did not operate at a profit due to lack of enrollment.

The center will partner with Head Start to increase enrollment and 1 year olds will be accepted into the center.

Goal I (1.1, 1.4) Provide access to the latest technology

Enhance the students learning abilities

Students learning abilities will be enhanced.

Student graduation rates will increase.

eBooks, laptops, etc.

More time needed to access.

Goal I & V (1.1, 5.6) Develop New Hiring Process

Recruit high performing employees and retain and train them to provide excellent education support to students and staff

Reduce cost of recruitment advertising and reduce attrition.

Research online software for the application process

Committee. Software procurement and training ($5000) Use free resources for making such as “INDEED”.

Still developing new process. Have contracted with a nationwide community college job website to

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advertise job openings.

Goal II (2.1) Properly classify positions to ensure that the job postings align with the goals of the college.

Design and conduct job description workshop on a quarterly basis for supervisors and managers.

Organized records Personnel records will be organized and complete meeting SACS, federal and college regulations

Letter box, preprinted box labels, box tape

Record Management is ongoing. Once all current job descriptions are organized, HR can analyze to properly classify positions. Workshops will be conducted once descriptions are organized.

Result will be used for SACS, Performance Management to align the job description with the performance measures and outcomes.

Goal II (2.1) Professional Development for Supervisors and Managers

For faculty and staff to become more informed

Training of faculty and staff and consistent application of policies

Analyze college policies and write modules to align with goals.

Clerical support, notebooks, tabs, and printing.

Faculty and staff have become more knowledgeable about policies as evidenced by more timely processing of purchase requests and travel documents.

We will continue to education faculty and staff about policies via email, direct interaction and group meetings.

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Goal V (5.4) Install campus information system

Faculty and staff are better informed about events, news, and alerts.

Faculty and staff are better informed

Student/faculty survey to determine satisfaction with technology.

$19,000 – PBI funding to purchase 9 screen monitors

Still in the development stage.

Goal V & VI (5.4, 6.2) Renumber buildings for ease of identifying buildings for students, guest, and emergency workers.

Students, guest, and emergency workers will be able to find classrooms and meeting rooms easier.

Students, guest, and emergency workers will be able to find classrooms and meeting rooms easier

Student and visitors survey. Feedback from emergency workers.

$2,500 parking budget

Still in the development stage.

Goal V (5.6) To increase profit margin

Double profit margin

Double profit margin Fiscal year-end report

Bookstore, and accounting personnel

Profit margin increased 6%

Access factors that led to the increase in profit margin and continue to apply these factors.

Goal VI (6.2) Install security locks on all classrooms and offices in the 100 and 600 buildings.

Faculty, staff, and students will be better protected from uninvited guest entering classrooms and offices.

Locks are installed Students survey addressing safety

$5,500 – PBI funding

Locks were installed. No incidences of uninvited guest in the classrooms or offices have been noted.

Will continue to monitor effectiveness.

Goal VI (6.2) All exterior lights are operational and set to work on timers.

Faculty, staff and students will feel safe at night when entering and exiting buildings.

Faculty, staff and students will feel safe at night when entering and exiting buildings.

Student survey addressing safety

$5,000 state budget

The upgrade to the lights has not been done.

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Goal IV (4.1, 4.3) Policy Management

Produce a revised policies and procedures manual to keep faculty and staff informed.

An updated manual is produced.

Analyze college, and state policy, rewrite and submit to Board of Trustees for approval.

Committee Still in the developmental stage.

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2013-2014

ACADEMIC AFFAIRS Curriculum Programs, Student Services & Enrollment Management, Learning Resources Center, Institutional Effectiveness/QEP, Wellness Center, Workforce Development, Continuing Education and Community Services Dr. Deryl Fulmer, Vice President Academic Affairs Purpose: The Vice President of Academic Affairs oversees the coordination of curriculum programs, financial aid, student services, the library, institutional research, strategic planning, continuing education, and the wellness center. (Goal I)

Goal Intended Student

Learning Outcome

Intended Outcome

Criteria for Success Assessment Tools Resources/Cost

Assessment Result /

Outcomes

Use of Results

Goal I & II (1.7, 1.9, 2.2) Provide high quality programs to ensure a qualified workforce and transfer programs to a diverse student population.

All programs of study will be reviewed and updated to address current workforce needs and criteria of the four-year colleges

Refinement of programmatic directions and priorities and resource allocation

00% of the school’s academic programs undergoing five year program review will be reviewed per their schedule.

100% of programs will have solid evidence of effective assessment, including documented use of results.

100% of programs will properly have appointed advisory committees by the President.

Annual Program Review

Program Assessments

Program questionnaires developed in collaboration with the Director of Institutional Effectiveness

VP will generate a summary report for the President of the program evaluations

VP will present completed program evaluations to the

no added costs

Annual Program Review was conducted for Lateral Teacher Education, Industrial Systems, Computer Information Technology, Tillery Correction program, and AGE for 2013-2014. Review results were presented to Pres. And Board of Trustees at February 2014 Board Meeting.

Use the results to make decisions regarding expansion, modification, suspension or termination. We also use the results to ensure that we are offering current skills training and to inform new program ideas or strategies

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Ensure existing programs meet current needs.

100% of programs will have an advisory meeting during the year with minutes on file.

100% of programs will be aligned with current community needs and job market.

Board of Trustees.

Program reviews, occupational outlook, Surveys, Needs analysis and job placement results.

$500

Advisory meetings were held during the academic year. Advisory meetings are to be held once per semester. The School of Arts and Sciences does not have advisory committees. Out of the AAS programs, diplomas and certificates, 80% of the program areas held meetings and submitted minutes with the exception of 4 programs in the School of Legal and Public Services. Through program review, the alignment to the current community and job market needs are monitored.

Advisory committees help with developing and maintaining relationships with business and industry. Members help the college to know the trends and type of training and skills needed and when changes are expected. They are also instrumental in ensuring we are current in our offerings.

While 100% programs are aligned, the market is continuously changing and requiring new workforce needs. We have begun to create stackable certificates and certifications to respond to changes and give students more options for job opportunities.

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Goal I & II (1.7, 1.9, 2.2) To increase enrollment and retention of students across academic programs.

Assess current advising model and Restructure for intensive and intentional advising for all students Require advising prior to registration. Mandatory orientation Require all students to take ACA 111 or 122. Create clear pathways for all programs

All students will be enrolled in the correct classes necessary for matriculation. All students will be properly informed of degree progression, financial aid, campus resources, etc. 70% or more of students receive career counseling during first year at the college to ensure appropriate major.

Student advising feedback Student Satisfaction survey results Students successfully complete (C or better) of at least 12 curriculum credits by end of first year. 60% of students register for at least 15 credits each semester. 80% of continuing students register prior to the end of each term for the following term.

90% of students very satisfied/satisfied with advising per SSS 2014. Chairs and Dean currently registering students for 14 – 16 credits. Some students have scheduling conflicts and other limitations due to work, family, night school, etc. that prevent them from taking more than 9-12 credit hours.

58% of the 900 (approx.) continuing students registered prior to the end of the semester as of 5/9/14.

Faculty will be expected to participate fully in the advising process. In the Fall, we will offer professional development training courses-Advising 101 and Advising-Advanced to ensure that everyone knows how to advise. During the summer, School Chairs advised on a regular schedule.

The effectiveness of the advising services will be reviewed and revised based on data results. This data provides evidence for identifying the right focus and developing the appropriate strategies for addressing retention and improving

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results

Goal II (2.1) Provide professional development opportunities for all employees, including opportunities for cross-training.

All employees will complete at least twenty clock hours of professional development. College will provide professional development opportunities on campus to meet the continuing needs of employees in their varied and changing roles.

At least 2 professional development days outlined in the college calendar. Use of faculty development funds throughout the year. 90% of the faculty and staff will participate in twenty clock hours of professional development annually

Employee surveys Professional Development schedule Professional development committee developed activities

$5000 The college is offering a variety of professional development opportunities, Spring 2014. Advisor training will be offered Fall 2014. Ruby Payne training on “the under-resourced” student occurred in fall 2013. This training provided us with information to better help our student population.

Feedback from faculty revealed that the opportunity to engage in training over an extended period of time would be more beneficial. Attendance at National Conferences and national membership.

Faculty and staff are continuously attending and presenting at conferences, seminars and attending the disciplinary area conferences and meetings. Ideas are generated to enhance our programs and services.

Goal II (2.3) To increase enrollment and retention of students across academic

Implement a common first year experience program.

Implement Completion by Design initiatives

ACA courses will contain common modules of information for First Year Students and career information

Curriculum updates

Most are activities already offered. Will re-position when

CBD committee developing action plan inclusive of faculty and staff. Will be presented in May to college-wide

Representative from across the college, although most were from Academic Affairs, gathered at “The Big Meeting on May

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programs. Develop Enrollment Management Plan based on trend data

necessary faculty and support development and support staff.

Enrollment Management Plan completed, including data. Will use this data to strategize and target recruitment and retention

13,2041 and were given an overview of CBD. The second part of the day was completely devoted to developing strategies to implement CBD. A team of individuals are identifying common threads and priorities during summer 2014. Will implement priority strategies in Fall 2014.

Goal II & III (2.7, 3.1, 3.2, 3.3) To increase the level of awareness of services provided by the Continuing Education and Workforce Development throughout the college and community.

Publicized information about continuing education

Establish partnerships and strategies that mirror NC Back to Work to address skills gaps

Develop adult career pathways that begin in Basic Skills and path through credits toward a certificate, diploma or degree

Growth of Workforce Development area. Develop a Workforce Development Strategic Plan

Increased collaboration of continuing education, curriculum programs, and student services

Continuing education services input in Colleague

New program collaborations

Develop pathways for students to earn credits through non-credit offerings.

Develop more 3rd party credentials opportunities

No added costs

No Workforce development plan in place yet. Will hire new dean

NC Back to work at success. 109 students served, 50 graduated, 20 secured jobs

Joshua Hall and Jason Shotwell trained in welding certification.

Lessons learned from NC Back to Work will apply across curriculum and continuing education. Use this data to create and offer more stackable credentials and pathways for student achievement and completion

Since the faculty have certifications,

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Transition more students from GED and ABE to college level programs

Create shorter and more stackable training opportunities through certificates that ladder to higher level training

Employer feedback very positive regarding HRD

Job placements from our Career Center

Worked with 25 individuals directly from July 8, 2013 through May 5, 2014.

Only 13 people participated in the survey.

Of the 13 participants, 23% are employed.

Since receiving job placement services, 46% submitted an application for a job.

Since receiving job placement services, 38% forwarded their resumes to employers.

Since receiving job placement services, 8%

HCC can offer these to our students at little to no cost. Will enhance employability.

Used evidence to show that students need CRC and HRD. Employers have reported the great need and the big difference when students have taken these course and received these certifications.

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hired for a job.

Number of 3rd Party credentials earned

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2013-2014

CURRICULUM PROGRAMS Betsy-Tom Brown (B.T.), Dean of Curriculum Programs Purpose: Curriculum programs exist to support and promote the mission, vision, and values of the college in improving the quality of life and the educational/economic base of the service area and to prepare individuals for the workforce through diploma, certificate, and associate degree programs or to successfully transfer to a four year college or university.

Goal

I & II

Intended Student Learning Outcome

Intended Outcome

Criteria for Success Assessment Tools Resources/Cost Assessment Result /

Outcomes

Use of Results

Develop and implement strategies to strengthen student learning outcomes and raise academic achievement.

1. Insure valid, relevant instructional feedback to the faculty in order to provide them with the quantity and quality of information necessary to maintain ongoing continuous course improvement.

Contract with outside firm to provide a course evaluation management system Implement the new Course Evaluation tool and management system in the fall 2013 including multiple DMA’s and mini semester courses The numbers of students responding to the Course surveys will increase by 20% over fall 2012

Evaluation results

$ Contracted with IOTA Solutions to provide course management system. The new course evaluation tool was implemented in fall 2013. A total of 9294 evaluations were launched to students for courses conducted in fall and spring. For academic

We achieved the results we initially indicated in terms of increasing the percentage of student responses. However the overall percentage of response rate was 33.64%. I would like to see that increase to 40%. Plan for the upcoming year include training

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year 2012-2013 we had a total of 3059 responses, for 2013-2014 we had a total of 3655 responses. This is an increase of 19.5%

faculty on how to better use this tool; coordinate faculty taking classes to the library to conduct surveys.

Goal II (2.2) Seek and develop new curriculum programs.

To increase area high school students’ opportunities to pursue career of choice and provide seamless transition to earning associate’s degree

By the end of spring 2014 We will have been approved to offer 2 new C&CPP certificate programs for high school students.

NC Community College System approval for 2 pathways.

$0 The Curriculum Committee approved a new Paralegal C&CPP and a new Industrial Systems C&CPP

We will monitor the success of these two programs. The IST program can be taken by HS students beginning 9th grade the paralegal beginning the 10th. Add health science pathway and possibly a criminal justice pathway for 2014-2015.

To increase the employability of our graduates by reviewing technical curriculums and courses to incorporate expressed

Students will demonstrate positive non-technical skills applicable in the workplace.

90% of technical programs will incorporate the use of the NC-NET Employability Tools Resource Toolkit in one or more of their courses.

Program Student Learning Outcomes

$0 To be carried over to 2014-2015.

Conduct training during Professional development days in August

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employer needed soft skills

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2013-2014

SCHOOL OF ARTS AND SCIENCES English, Health and Physical Education, Humanities and Social Sciences, Mathematics, & Science Calvin Stansbury, School Chair Purpose: The purpose of the General Education program is to provide students in Associate Degree and Diploma Programs the general-education skills necessary to be successful in the workplace or in the transfer to a four-year university.

Goal

Intended Student Learning Outcome Intended Outcome

Criteria for Success Assessment Tools

Resources / Cost

Assessment Result /

Outcomes

Use of Results

Goal II (2.3,2.6) To ensure a qualified workforce by providing high quality, accessible, and flexible educational programs to a diverse student population

Increase the number of college transfer students who graduate from the Associate in Arts (AA), Associate in General Educations (AGE), and Associate in Science (AS) programs

Graduates (May, 2013) in : Associate in Arts: 9 Associate in General Education: 8 Associate in Science: 2 Increase the existing number of graduates by 5 in Associate in Arts, 4 graduates in Associate in General Education, and 2 graduates in Associate in Science

Critical Success Factors Report, Graduation Report, Advising Report

N/A May 2014: Associates in Art: 35 (MET); Associates in General Education: 7 (NOT MET); Associate in Science: (NOT MET)

Continue to market the AA and AS program to RVEC students; incorporate intrusive advising practices as part of the completion by design initiative (professional development to faculty advisor in division); utilize completion guide for advisees to identify a course and study and anticipated completion date.

Goal I (1.2) To promote academic excellence in teaching and learning;

Increase the number of college transfer students who are advised by their assigned advisor that leads to

100% of college transfer advisors will advise their advisee and refer other advisees to the appropriate advisor within the division

Advisee sign-in/appointment sheets; use of new co-advising model (Fall 2013)

N/A NOT MET – advisees were sent to other advisors in the absence

Have faculty advisors promote the use of the pair-advisor model to ensure that advisees are being advised by the appropriate advisor;

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Goal II (2.3,2.6) To ensure a qualified workforce by providing high quality, accessible, and flexible educational programs to a diverse student population

increased graduation rates

of their assigned advisor due to enrollment challenges or schedule conflicts

encourage the use of sign-up sheets (posted on faculty offices) to schedule registration And advising session with the faculty advisor; collect advise sign-in rosters at the conclusion of each semester.

Goal II (2.3) To ensure a qualified workforce by providing high quality, accessible, and flexible educational programs to a diverse student population

Students will demonstrate preparedness for university studies.

95% of students transferring to a four-year university with an associate degree or 24 articulated college transfer credit hours will have a GPA equal to or greater than 2.00 after two semesters at the university

Critical Success Factors, State Report

N/A 90.9% Standard Not Met

Use the new ACA122 College Transfer Success courses to incorporate intensive study and life skills. Partner with Student Success Center to promote academic success in –year institutions via workshops that target college transfer students.

Goal I (1.4) To promote academic excellence in teaching and learning

Students will demonstrate mastery of the computer skills needed to succeed in a non-information-system college program

85% of all Associate and Diploma graduates will score “proficient” in general education technical assessments.

Research papers, essays, and accompanying rubrics.

N/A 50% Standard Not Met

Incorporate the technical assessment outcomes within the division to ensure that faculty are appraised of specific criteria used in conjunction with the technical assessment. To eliminate plagiarism and establish a more unified, campus-wide effort at improving students’ technical

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skills in documentation, we will increase Turnitin usage throughout the faculty. An account will be provided to each member of the HCC faculty. A workshop in Turnitin will be available faculty-wide though it will be particularly geared toward English, Humanities, and Social Science.

Goal IV (4.2) To execute a comprehensive institutional effectiveness plan and process of evaluation and assessment

Students will demonstrate they have mastered college-level reading and writing skills.

80% of college-level English course completers with previous developmental coursework will complete the subsequent college-level English course with a grade of “C” or better on first attempt.

Final grades in ENG 111, Critical Success Factors, State Report, NCCCS performance measures

N/A 66.7% Standard Not Met

Incorporate intensive use of Edsphere in DRE courses to support learning outcomes that promote success in subsequent ENG courses. Will provide professional development in Edsphere for the Program- in particular for the English instructors. Create a center to support DRE and other English courses – center to be staffed with ENG faculty during respective office hours.

Goal I (1.7) To promote academic

Students will demonstrate they have mastered

80% of college-level mathematics course completers with previous

Final grades in MAT 101, MAT 115, MAT 140,

N/A 64.2% Standard Not Met

Utilize more web-based applications to tech mathematical concepts

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excellence in teaching and learning

college-level math concepts.

developmental coursework will complete the subsequent college level mathematics course with a “C” or better on first attempt.

MAT 161, MAT 175; Critical Success Factors Report, NCCCS performance measures

to promote the learning of course outcomes without reliance on unnecessary formulas and calculators; align new assessment rubric with new math courses MAT 143, MAT 110, MAT 171 and MAT 172

Goal I (1.1, 1.2, 1.7) To promote academic excellence in teaching and learning

Students will demonstrate they have mastered college-level math concepts.

85% of all Associate and Diploma graduates will score “proficient” in general education math assessments.

Exams/Rubrics N/A 82% Standard Not Met

Use the redesigned MAT 143 to make content more relevant to students’ program of study to ensure that learning transfer occurs. Utilize more web-based applications to make connections within curriculum-level math courses.

Goal I (1.1, 1.2, 1.7) To promote academic excellence in teaching and learning

Students will demonstrate mastery of college-level writing skills

85% of all Associate and Diploma graduates will score “proficient” in writing assessments.

Essays, research papers, response papers and accompanying rubrics.

N/A 79% Standard Not Met

Offer professional development to faculty to increase the use of TurnItIn anti-plagiarism software. Create a center to support English courses – center to be staffed with ENG faculty during respective office hours.

Goal I (1.1, 1.2, 1.7) To promote academic excellence in teaching and

Students will demonstrate mastery of college-level reading skills

85% of all Associate and Diploma graduates will score “proficient” in reading assessments.

Research papers, response papers, and accompanying rubrics

N/A 76% Standard Not Met

Will provide professional development in Edsphere for the Program- in particular for the English

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learning instructors. Create a center to support English courses – center to be staffed with ENG faculty during respective office hours.

Goal I (1.1, 1.7) To promote academic excellence in teaching and learning

Students will indicate preparedness for university studies.

In surveys sent to AA/AS and AGE graduates after their first year of transfer to a four-year school, 90% of respondents will indicate they were adequately or more than adequately prepared in oral communications/math/science/writing and reading.

Surveys N/A In-Progress Will send surveys to graduates at the beginning of May to ensure the receipt of graduate responses.

Goal I (1.1,1.7) To promote academic excellence in teaching and learning

Students will demonstrate mastery of college-level oral skills

85% of all Associate and Diploma graduates will score “proficient” in oral assessments

Recordings of Oral Presentations

N/A 52% Standard Not Met

Will “correct” the current oral archive, which is skewing results by over-emphasizing ENG 114 courses and under-emphasizing COM 231 courses. Will send semester reminders and will meet speech instructors to ensure collection of artifacts.

Goal I (1.8) To promote academic excellence in teaching and learning

Students will demonstrate preparedness for university studies

75% of students enrolled in BIO 111 and CHM 151 will receive satisfactory score on critical thinking essay

Artifacts/Rubric N/A In-Progress Develop an assessment rubric for BIO 111 and CHM 151

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2013-2014

SCHOOL OF BUSINESS Business Administration, Medical Office Administration, Advertising and Graphic Design, Computer Information Technology, Office Administration Lateef Balogun, Chair Purpose: The School of Business and it s various departments will prepare students with the necessary skills to be gainfully employed in their field of studies by providing quality instructions and experiences that are adaptable to a changing social, economic, demographical ,dynamic and educational environment.

Goal

Intended Student Learning Outcome Intended Outcome

Criteria for Success

Assessment Tools

Resources / Cost

Assessment Result /

Outcomes

Use of Results

Goal III (3.2) Provide graduates with the technical and interpersonal skills necessary to be successful in the workforce.

Graduates will acquire basic Skills of functionality in their Discipline and demonstrate basic knowledge of Business environment.

• Medical Office Administration degree graduates will acquire the tools necessary to meet industry standards and compete for employment in the health care industry.

• Provide graduates with up-to-date technology required for the successful completion of the program. Students will validate their working knowledge of the subject matter and proficiency in the use of medical

80% of students will receive ratings of greater than or equal to 80% on the Exams, Lab activities and Projects.

Exercises, Assignments, Comprehensive Problems, Projects, Tests, Portfolio and Exams.

Associate Degree graduates of the program will prepare a portfolio of projects that exemplify the design process and solutions to a variety of graphic design problems using current software

Business Admin:

Criteria Not Met

78% met the criteria for Associate degree completers

Medical Office Admin:

Not Met. 69% of Certificate, Diploma, and Associate Degree graduates received grade

Business Admin:

The completion requirement to complete the program has been revised.

Medical Office Admin:

82% of Diploma & Degree students received a grade of A or B in medical

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software. • All graduates will

demonstrate knowledge of medical terminology and how correct usage is vital in the medical office.

• Degree graduates will demonstrate their knowledge of medical terminology with proficiency in medical transcription.

• Students will apply a comprehensive knowledge of generally accepted accounting principles that is appropriate in the recording and reporting of financial information necessary for gaining and maintaining employment in the accounting field.

• Students will acquire knowledge that will give them the added advantage of entering the IT workforce with proven technical skills.

• Office Administration graduates will acquire the level of skills necessary to meet industry standards to successfully compete for employment.

• Students will acquire level of skills necessary to produce written communications and business financial transactions.

packages of B or higher.

CIS:

office courses.

60% Certificate graduates received a grade of A or B in medical off courses. Provide additional tutoring to enable the certificate students to be more successful in courses.

CIS:

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Office Admin.:

Met. 85% of Certificate graduates received a grade of A or B in Office Administration on courses.

Office Admin.:

Seek continued success by working with certificate graduates pursuing a Diploma/Degree in Office Administration by applying exercises, assignment, critical thinking applications, projects, exam view quiz/test, and portfolios.

Goal I (1.4) Students will acquire basic computer Skills

Graduates will acquire basic skills of functionality in their discipline and demonstrate basic knowledge of Business environment

1. Ability to use computers.

2.Use of internet to conduct research

3.Conducting Research using Social Networks

Exercises, Assignments, Comprehensive Problems, Projects, Tests, and Exams

A25120 graduates met this criteria

Goal III (3.2) Prepare students for employment in a global and

Graduates will acquire the tools necessary to meet industry standards and compete for employment in their field of studies.

100% of degree graduates will earn a rating of “Very Good” or “Outstanding” in

Successful completion of COE-111 and COE-110 with a grade of “C” or

100 percent of the students successfully completed COE 111 and their

Goals met. The department will continue to maintain

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digital environment so that they will be gainfully employed in their areas of specialty.

the HCC Cooperative Education Workbook, as determined by their co-op work supervisor and the faculty co-op coordinator.

better as evaluated by their immediate supervisors and Advisors

Completion of their respective curriculum guide

respective curriculum guide.

and explore more opportunities for student coop work experience.

Goal III (3.2) Provide graduates with the technical and interpersonal skills necessary to be successful in Medical Office Administration.

Medical Office Administration degree graduates will acquire the tools necessary to meet industry standards and compete for employment in the health care industry.

The faculty co-op coordinator and the Co-op work supervisor will evaluate the work experience of each degree graduate at least twice during the cooperative work experience.

100% of degree graduates will earn a rating of “Very Good” or “Outstanding” in the HCC Cooperative Education Workbook, as determined by their co-op work supervisor and the faculty co-op coordinator.

Advisor time

(4 hours

per student,

each semester), vehicle and cost of gas.

Met 100% of Fall 2013 and Spring 2014 Medical Office Administration students received a rating of “Very Good” or “Outstanding” on their evaluation.

Continue to incorporate employer suggestions and/or comments in future course preparation.

Goal III (3.2) To provide students with the knowledge and skills necessary for employment and growth in the accounting field.

Students will apply a comprehensive knowledge of generally accepted accounting principles that is appropriate in the recording and reporting of financial information necessary for gaining and maintaining employment in the accounting field.

Eighty percent of accounting graduates will receive ratings of “excellent”, “above average”, or “average” on the accounting graduate core courses performance checklist.

Exercises, Assignments, Comprehensive Problems, Projects, Tests, and Exams.

N/A

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Goal III (3.2) To prepare graduating students with the necessary artwork and digital documents to gain employment.

Associate Degree graduates of the program will prepare a portfolio of projects that exemplify the design process and solutions to a variety of graphic design problems using current software packages.

100% of graduates of the Associate Degree program will complete portfolios with project work that summarizes the course work learned in classes.

Portfolio reviews will be handled by the Department Head at the completion of benchmark courses.

N/A 100% of graduates completed their portfolio designs and have made these portfolios available for public viewing along with contact information.

Goal met

Result of portfolio reviews are used in a comparative format to ensure the quality of work is at industry standards.

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2013-2014

SCHOOL OF LEGAL AND PUBLIC SERVICE TECHNOLOGY Early Childhood Education, Paralegal Technology, Criminal Justice Technology & Training, Human Services, Cosmetology, Greenhouse and Grounds Maintenance Michael Earl, Chair Purpose: Empowering the community through a variety of services.

Goal

Intended Student Learning Outcome Intended Outcome

Criteria for Success Assessment Tools Resources / Cost

Assessment Result /

Outcomes

Use of Results

Goal I & II (2.2) Complete the first phase of the NAEYC Self-Study by December2, 2013

To acquire Early Childhood Associate Degree Accreditation from NAEYC

Submit all 12 criteria to the system office by March 30, 2014

ECADA Self-Study Template

Paid by ECADA Grant

ECADA Self-Study Still in progress of completing for submission in Sept. 2014.

To become accredited by NAEYC. To understand the strengths and weaknesses of the Early Childhood Education Program.

Goal II (2.5) Increase number of NC Early Childhood Credential Certificate completers

All EDU 119 students will complete application for NC Early Childhood Credential Certificate

75% of students in EDU119 will meet requirements for the NC Early Childhood Credential Certificate

NCECC application forms from the Division of Child Development

Fall 2013 11 Students completed the course. 10 met requirements for NC Early Childhood Credentials. Spring 2014 9 students completed course; 7 met

To assure that students are employable and able to apply knowledge in a practical setting.

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requirements for NC Early Childhood Credential 85% met NC Early Childhood Credential requirements for 2013-2014. Total 17 out of 20 or 85% met NC Child Care Credential.

Goal III (3.2) Graduates will be prepared to enter the workforce as competent legal assistants and office managers.

To attract quality students and future paralegals

A.A.S. and Certificate program total enrollment increase by 20% by end of 2014-2015 school year.

FTE reports, class enrollment statistics (per semester)

$0 -30% Attrition between FA2013 and SP2014. +30% Enrollment for SP2014. Most non-returning students from FA2013 were single class students and attendance failures.

Short-term: Research individual non-returning students to determine any preventable attrition. Long-term: Refine current, functional recruiting efforts.*

A.A.S. and Certificate program retention rate of 80% or higher for 2013-15 school year, annually (not factoring graduating students)

FTE reports, class enrollment statistics (per semester)

+/- 0% from FA2013-SP2014. (See above)

*see above

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Improve passage rates on certification exams (NC Certified Paralegal, NALA Certified Legal Assistant).

Passage rate for NC Certified Paralegal Exam of 80% or higher. Passage rate for NALA CLA/CP Exam of 80% or higher.

Certification board test result reports Evaluate methods of teaching CLA Review Course and build of the program to increase focus on key elements as necessary without sacrificing overall effectiveness.

No graduating student has yet taken a certification examination. Data to be gathered later this calendar year.

Action to be determined. Currently planning to assist recent graduates with study.

Increase number of students who will meet or exceed expectations in overall program and individual classes

100% of students will earn a “B” or greater in at least one enrolled LEX class annually. 80% of students will pass all enrolled LEX courses

Course final grades Evaluate and critique methods of instruction and examination. (Increase student achievement, not decrease standards for program.)

FA2013 - 80% “B” or greater, 80% passed all courses. SP2014 - 80% “B” or greater, 85% passed all courses.

Continue constant open door availability. Further refine current, successful practical application instruction methods.

Goal II & III (2.5, 3.2) Provide a strong technical training program which enables the successful student to achieve state certification and relative employment as a law enforcement officer

The cadet will demonstrate knowledge of all thirty-five instructional topics within the program as demonstrated on individual topic tests and the comprehensive state exam qualifying the student for state certification. (Knowledge)

80% of Basic Law Enforcement Training (BLET) graduates will achieve an overall passing score on the state BLET exam.

Weekly assessment exams will be administered which covers all 35 topical instructions for the previous period of instruction. A newly developed mid-term exam will be given each semester to benchmark student’s progress

SP2014 - 75 % of cadets achieved an overall passing score on state exam

Revamp topical test to coincide with revised state lesson plans. Mandate mandatory study hall. Incorporate study guide

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Goal II (2.6) To provide a high quality, accessible, flexible educational program resulting in the A.A.S. degree

The student will demonstrate legal knowledge of criminal law, constitutional law, and court procedure and evidence. (Knowledge) The student will utilize knowledge gained to design, outline, define, and evaluate an effective organizational structure chart for a public safety agency of 100+ employees. (Skill)

85% of graduates will achieve a mean score average of “C” or better on the Criminal Justice Associate Degree Graduation Checklist.

Exit Interview Graduate Record Capstone courses (CJC 111, 141, 212, 121) Grade distribution analysis

$1,300.00 85 % of graduates achieved a “C” or better

Students will apply knowledge in a practical setting

Goal II & III (2.3, 3.2) Graduates will obtain employment or transfer to a four year institution in order to continue their education in the human services field.

Graduates will develop an understanding of the human service profession and different avenues of training and education.

75% of known graduates will be employed, in military service, or continuing their education within 6 months of graduation.

Graduate Follow-Up Survey

Able to make contact with 8 out of the 11 who graduated. 7 out of the 8 or 88% are enrolled in a 4 year institution. 3 out of the 8 or 38% are working in the Human Service Field now

Ensure that all graduates have an updated way of getting in contact with them. Meet with Advisory Committee to inquire about HCC Human Service Students marketability.

Goal II (2.6) To improve compliance of State Board

Students will acquire the concepts and the skills in sanitation and disinfection

Routinely maintaining work kits, tools, equipment,

Continual Instructor observation, sanitation and kit check evaluations

2012 Textbooks-Chapter 5 (Sanitation

Fall 2013 17 COS 111 students took Chapter test

Students will apply all material learned in a

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sanitation and disinfection procedures.

practices to matriculate through the program.

surfaces, and work areas to the standard set by North Carolina State Board for the prevention of the spread of disease. Students that score an average of 80% or above on sanitation/disinfection evaluations and Kit checks will advance to the next level.

and/or theory test. Students must maintain an average of 80% on sanitation/disinfection and student work kit evaluations

/Disinfections), CD’s and video tape demonstrating proper procedures. 2012 Textbooks, video tapes, CD’s and demonstrations

and all scored 80% or higher 1 student had withdrawn when the test was given. 10 of the students advanced to the next level (COS 113).7 students withdrew . Spring 2014 17 COS 111 students were enrolled 14 of the 17 students scored 80% or higher on the chapter test.1 student had withdrawn and 2 students scored less than 80%. 6 students advanced to the next level and 10 additional students were withdrawn.

practical setting. Continue to follow disinfection procedures

Goal I (1.8) To prepare students for entry level positions in

Student will gain non-technical skills appropriate for the workplace

84% of graduates will score average or above on all items on the

Graduate Performance Checklist

$0 Eighty-four percent of students graduating

Restructured checklist reflects a more realistic

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the field of horticulture

behavioral component of the Graduate Performance Checklist (attendance, positive attitude, close attention, time management and teamwork)

Roll Sheets Time logs

have achieved average or above on the behavioral component of the graduate performance checklist

non-technical skill value

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2013-2014

SCHOOL OF VOCATIONAL AND INDUSTRIAL TECHNOLOGY Automotive Systems Technology, Electrical/Electronics Technology, Food Services Technology, Industrial Systems Technology, Masonry, Plumbing, Welding Technology Hunter Taylor, Chair Purpose: The School of Vocational and Industrial Technology shall provide quality instructional programs that will prepare students to fully participate in educational, occupational, economic, and social opportunities. These include: certificates, diplomas, and/or degree programs. Up-to-date curricula Employ and retain faculty who, at a minimum, meet the qualification requirements set by accrediting associations and regulatory bodies. Meet the educational, occupational, and developmental needs of a diverse student population.

Goal Intended Student-Learning Outcome Intended Outcome

Criteria for Success Assessment Tools Resources/Cost Assessment Results

Use of Results

Goal II (2.6) Prepare graduates for entry level employment in their area of study.

Graduates will meet the standards set up by each program to measure competencies.

100% of programs will have met their student progress goals for the year.

Lab Assessments Tests Homework/Assignments Outside certifications (where applicable)

6/8 programs, or 75% achieved all their stated goals.

The improvements listed in the welding and industrial systems programs will be implemented next year.

Goal II (2.6) Increase retention in all programs within the school.

School will host events throughout the year to foster community building among students..

3 events will be held for students by the end of Spring 2014 focusing on employment opportunities in the area.

3 seminars $0 We did not do this in this academic year.

We plan to try again in the upcoming academic year.

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Goal III (3.2) To prepare students for entry-level employment in the automotive repair industry.

The student will know the fundamentals of automotive technology and maintain a safe work environment. The student will be able to apply knowledge to diagnose, disassemble, and repair various automotive systems and subsystems. Graduates will demonstrate positive non-technical skills applicable in the workplace

Task Checksheets: Graduates cumulative average task check sheet score will be 80% or higher. Vehicles: Program will pursue avenues for the acquisition of hybrid vehicles such as state funds, Perkins funds, and insurance companies to correct deficiency indicated by the advisory board and by the students in last year’s focus group. Student Focus Group: Feedback from students on program Advisory Board Surveys: 80% of returned surveys will indicate “Strongly Agree” or “Agree” or on all items. Soft Skills Checklist: Graduates will have an average score of 70% or higher on the Soft Skills Checklist.

Task Checksheets Student Focus Group Advisory Board Surveys Task Checksheets Student Focus Group Advisory Board Surveys Soft Skills Checklist

Supplies - $5, 000 Service Information: $975 Office Supplies: $800 Overhead Door: $2000 Exhaust Ventilation: $8000 Field Trips ($2000) Brochures/print material ($750) Vehicles ($20,000)

Graduate avg. score: 88.3% Program acquired a vehicle from the City of Roanoke Rapids and is working on a grant to bring more training vehicle to the program. We did not do the student focus group this year. 100% of advisory board surveys indicated Strongly Agree or agree Soft skills checklist

We will continue to use the same checksheet to evaluate our students. We are continuing searching avenues for acquiring vehicles. The student focus group will be removed as we are already doing course surveys that provide the same information. Advisory board surveys will continue to be given. The soft skills checklist will continue to be used in the future.

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Goal III (3.2) To prepare students to gain employment at parts supply houses, maintenance companies, and with electrical contractors

Graduates will be able to Identify and properly use hand and portable electric tools found in the electrical trade. Identify and use standard devices, fittings, wire and fixtures through related lab projects according to the NC Electrical code Demonstrate positive nontechnical skills such as resume writing, proper interviewing skills and preparedness, workplace attire, accountability and ethical decision making.

Eighty percent of graduates will receive ratings of excellent, above average, or average on each item on the Electrical (certificate) Performance Checklist soft Skills Checklists.

Performance checklists

Materials $5,000.00 Tools $2,000.00

Eighty-five percent received rating of excellent, above average or average on each item on the Electrical (certificate) Performance Checklist. Materials in the amount of 1,000.00 were purchased by Dept. of Correction and HCC for a total of 2,000.00 No tools were purchased.

Corrections removed students in accordance with Corrections policy. We will continue to keep students in class as far as the things in the Colleges control. The purchase of material helped in a big way with labs and hands on. Tools are the next items needed as far as replacement and new tools for the next class. Since the Program is changing to include courses not previously offered.

Goal II & III (2.5, 3.2) To prepare students for catering operations, contract food

Graduates will: Demonstrate diverse cooking and baking skills in various scaled industrial settings

100 % of graduates will receive ratings of Above Average, or Average on the Food Service Technology Graduate

8 written exams with a 80% success rate 75% proficiency on all Lab performances

$5,000.00 for food supplies not provided by DOC. $2,000.00 for new computer

100% success rate. 76% on Lab Performances overall.

Continue to graduate efficient food service employees.

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service operation and health care facilities

Identify the fundamentals of food service production in a variety of institutional environments. Students will pass the ServSafe exam upon completion of FST-103/103A. Students will earn the DOL apprenticeship certificate

Performance Checklists (Breakfast Lunch , Dinner Settings,( 5 different baking techniques, 3 different meat preparation, vegetables ,starches, gravies 5 bread preparations) Know and understand the Hazard Analysis and Critical Control Points (HACCP) plan as well as the ServSafe Course, to execute the necessary measures to maintain a sanitary food service facility Enroll 50% of the class in an apprenticeship program in similar facilities across the state.

Food Service Technology Graduate Performance Checklists Serve safe exam Enrollment of students in DOL apprenticeship program

and printer. $2,000.00 for new math books

25% of students entered the apprentice’s hip program after completion of program.

Goal III (3.2) Graduates will demonstrate skills suitable for employment as a mason’s helper or mason.

Students will identify the fundamentals of masonry, including brick and block types, blueprint reading, maintaining a safe work environment,

Task Check sheet: Graduates cumulative average on task check sheet score will be C or higher. Pre-test/Post-test: The average grades

Task check sheet Post and pre test, to determine the success of the students.

$6,500.00 to offset the cost of material, tools, equipment and instructional supplies not provided by DOC

Graduates: Spring 2013 completed with an average of 75% or more on the lab check sheet.

Continue to instruct using the same successful method as previous terms

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mortar mixing and brick and block cutting techniques Graduates will be able to follow county and state codes and regulation required to successfully lay brick , correct mortar strength Student will demonstrate skills in laying a corner, laying a line, various combinations of laying corners and lines, mixing mortar using accurate measurements

on graduates post-test will be 60% higher than the average pre-test grades.

Graduates scored at least 80 to 85 on testing. Graduates completed all required projects

Goal II & III (2.5, 3.2) To prepare student to obtain employment at parts supply houses, maintenance companies, and with plumbing contractors

Graduates will be able to: Identify and properly use hand and portable electric tools found in the plumbing trade. Identify and use standard pipes, fittings, and fixtures through related lab projects according to the NC Plumbing code

1. Eighty percent of graduates will receive ratings of excellent, above average, or average on each item on the Plumbing (certificate) Performance Checklist

Performance checklist.

$6,500.00 to offset the cost of material and equipment not provided by DOC $3,056.00 to purchase new Textbooks

Eighty percent of graduates received ratings of excellent, above average on each item on the Plumbing (certificate) Performance Checklist.

Result will be reviewed to determine improvement needed in overall program. Advisory Committee will be advised of specific needs of Program that are essential if improvement is to peak.

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Goal II & III (2.5, 3.2) To prepare student to obtain employment at parts supply houses, maintenance companies, and with plumbing contractors

Graduates will be able to: Identify and properly use hand and portable electric tools found in the plumbing trade. Identify and use standard pipes, fittings, and fixtures through related lab projects according to the NC Plumbing code.

Eighty percent of graduates will receive ratings of excellent, above average, or average on each item on the Plumbing (certificate) Performance Checklist.

Performance checklist.

NC PLUMBING CODE BOOKS $1800.00 TEXT BOOKS $1800.00 Plumbing Supplies and Materials $1500.00

One hundred percent of graduates received a rating of average, above average or excellent on the Plumbing (certificate) Performance Checklist.

The Instructor will continue to incorporate emerging technology and Plumbing Code changes into the subject matter and seek out continuing education to keep abreast of as many of such changes as possible.

Goal I & III (1.8, 3.2) To prepare students for entry level employment in the field of industrial maintenance

The student will demonstrate knowledge of the fundamentals of industrial systems technology and maintaining a safe work environment.

Performance Check sheets. 85% of students will average a score of 5 or better on the basic skills and basic knowledge check sheet for any given course. Soft Skills check sheet 90% of graduating students will average a score of 4 or better.

Performance check sheets. Soft Skills check sheet

Instructional supplies - $3000 HVAC Trainers -$10,000 Industrial Wiring Training System - $30,000 repairs in machine shop - $6000 PLC Trainer – Control Logix 5000 - $21,000 program brochures - $200

84% of the students met the Basic Knowledge and Skills criteria for their respective course with a score of 5. 91% of the students met the Workplace Skills (Soft Skills) criteria with a score

Will maintain criteria for another year as we were 1% shy of our goal. Performance sheets will be evaluated to ensure they give accurate results. Will criteria for another year as we just did meet our goal this year after changing it last year.

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of 4 or better. Performance sheets will be evaluated to ensure they give accurate results.

Goal II & III (2.1,3.2) To prepare students for entry level employment as a welder or metal working employee.

The students will know the fundamentals of welding technology and maintain a safe work environment The student be able will apply knowledge to prep, assemble, and weld a variety of welding applications and to perform repairs Graduates will demonstrate positive non-

Written Assignments: 90% of students who complete WLD 116 and WLD 121 will have an average score of 80 or better on all written exams. 80% of students who complete WLD 131 will demonstrate fundamental knowledge to prepare and setup a weld specimen using GTAW. Lab Assignment/Checklist: 80% of students who complete WLD 121 will demonstrate their accumulated welding skills by obtaining a AWS D1.1 Welder Qualification in the 3G position with

Written Assignments End of course setup written assessment. Advisory Committee Surveys Certification Exam Advisory Committee Surveys Individual Progress Assessments

Equipment $67,000 Consumables$8,000 Cylinder Leasing and Exchanging $6,000 Steel $4,000 Power/Hand Tools and Replacement Parts $2500 Office Supplies $200 Marketing $500 Professional Development $4000 Field Trips $500 Equipment Repair $2000 Install Air

84% of the students who completed the WLD 121 course made an 80 or better on all written exams. 87% of students who completed the WLD 116 course made an 80 or better on all written exams. 100% of students who completed the course demonstrated proper preparation and setup of specimens.

The weak areas will be reviewed so that new strategies can be implemented. The weak areas will be reviewed so that new strategies can be implemented. No action needed.

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technical skills applicable in the workplace.

GMAW 80% of student who complete WLD 116 will demonstrate their welding skills by obtaining an AWS D1.1 Welder Qualification in the 3G position with SMAW Advisory Board Surveys: 85% of returned surveys will indicate “Strongly Agree” or “Agree” on all items. Soft Skills Checklist: Graduates will have a score of 80% or higher on the Soft Skills Checklist by their graduation.

Filtration $15,000 Modify Existing Welding Booths $2,500

73% of students who completed the WLD 121 course obtained the weld qualification. 85% of students who completed the WLD116 course obtained the weld qualification. 4 out of 5 surveys had disagree for adequate equipment and facility (Main Concern Space) The average soft skills was 89.82%

Results reflect welder technique that will require extensive practice. New strategies will be looked into by the instructors. No action needed but above statement will be implemented as well to improve pass rate. The space limitation is a reoccurring issue and the program review reflects the concern Will locate weak areas on the soft skills checklist and continue to work closely with student to enhance their soft skills.

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2013-2014

SCHOOL OF NURSING AND ALLIED HEALTH Nursing, Dental Hygiene, Phlebotomy, MLT Stephanie Terry, Chair Mission: The Halifax Community College Health Science programs provides accessible, affordable, and high-quality health education to meet the diverse and changing health-care needs of the service area, and promote the development of qualified students prepared for the professional role of health care at the entry level. Graduates of the Health Science programs meet the education requirements to take State National Board Examinations.

Goal Intended Student Learning Outcome Intended Outcome

Criteria for Success

Assessment Tools Resources/

Cost

Assessment Results/Outcomes

Use of Results

Goal V (5.4) Develop, implement & evaluate a comprehensive public relations plan to enhance community relations and college visibility.

Enrollment numbers will remain at capacity in Health Science programs, meeting the needs of the community.

Each Health Science program will start the academic semester with at least 90% capacity.

-Enrollment and retention data. -Local High School recruitment. -Continue information sessions for each program. -Community outreach. -Career Fairs. -Revise minimal re-admission requirements. -Each faculty member will bring in one student to HCC per year.

N/A Participated in JLAC

-Job shadowing high school students

-Presented at Halifax H.S., Southeast Halifax H.S., Everetts Elementary School & Northampton H.S.

-Presented to GED instructors.

Nursing Dept. Head held 8 information

Continue to visit high school and job fairs in an effort to recruit potential students.

Collaborate with high school to offer CTE for high schools students to receive a certificate in health science.

Information sessions will continue to be utilized for all potential health science

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sessions for potential incoming students.

-Dental held 4 information sessions for potential incoming students.

-Flu clinic – hosted by Halifax County Health Dept. -HRMC Balloon Release -Participated in NCCU Diabetes Family Project -Dental presentation at Roanoke Valley Adult Day Center. -Dental presentation at HRMC Diabetes support group -Job Fair at HCC -Job Fair at Hollister Elementary

students.

All health science faculty & students will continue to participate in community activities.

Each Department Head will work closely with admissions on reviewing policies and revising as needed. This has already begun; all Health Science programs for Fall 2014 are anticipated to begin at full capacity.

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Results Pending

Outcome Fall 2013

-AND program accepted 35 students (35 capacity)

-PN program accepted 15 students (18 capacity)

-Transition program accepted 16 normally accepts 8-10

-MLT program accepted 8 students (10 capacity)

-PBT no students (no instructor to teach Fall 2013)

Outcome Fall 2014 Pending for all programs

Goal II (2.6) Set and meet yearly NCCCS/HCC benchmarks to increase the number of students graduating.

Students accepted into the Health Science programs will complete their program of study on time.

On-time graduation rates will increase from 41% to 50%

-Matriculation and graduate data. -Utilize student services. -Advising students according to HCC policy.

N/A

All students were provided remediation for a score of 76 or lower on unit test.

Documentation remediation found with each individual unit test

Tutoring will be done for all Health Science students in need by faculty after class time and in turn receive FTE’s.

The nursing simulation lab

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Student Support Service was utilized by students. Documentation of time is in the Student Support Service department.

-Faculty continuously provides advising for students according to HCC policy and will continue to participate in advising PD.

Fall 2013 graduates rate Outcome

Dental Hygiene – 16/16 = 100%

AND – 18/35 = 51.42%

Transition – 4/8 = 50%

Total Transition & Traditional 22/43 = 51.16%

PN – 12/16 = 75%

MLT – 5/7 = 71.4%

now has a full time coordinator so it will be used to its full potential and provide students a place to remediate, practice skills, and be tutored.

Faculty is scheduled to participate in State and National/Regional board reviews and conferences to learn how to better prepare students for examinations & knowledge to work in their respective fields.

All faculty will continue to utilize Student Support Services.

Faculty will collaborate with other schools that have high board examination pass rates to

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PBT – 4/4 = 100%

Fall 2014 graduation rate Outcome

Dental Hygiene complete rate = 9/10 = 90%

AND completion rate = 8/8 = 44.4%

Transition completion rate = 11/16 = 68.75%

Total complete rate (Traditional & Transition) = 19/34 = 55.85%

PN = Pending

MLT – 7/10 = 70%

PBT = none (no instructor)

develop strategies.

Goal II (2.5) Set and meet yearly benchmarks to increase the number of students passing licensure and certification pass rates to meet NCCCS Performance

Health Science graduates will pass licensure, certification, and registry examinations on the first attempt

92% of 2014 graduates will pass licensure, certification, and registry examinations on the first attempt, based on State and National Board Exam standards

-Offer and encourage review course. -Remediation -Practice/mini-mock exams. -Statistical results of practice mini-mock exams. -Statistical results of State and National Board Exam

N/A

Students are utilizing HURSY; Kaplan, National Council, and Dental faculty for review courses.

-9 Dental students participated in a mini mock exam offered by Dental faculty.

Faculty will encourage all students to take a review course for all State and National/Regional examinations.

Nursing will try to offer a NCLEX review course here at HCC for future

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Measure Goals.

Spring 2013 Mini Mock (DH)

-80% or better = 4 students -75% or better = 5 students Spring 2014 Mini Mock (DH) -5 students scored 55% or better -4 students scored less than 55% Outcome results for State or National/Regional Boards 2013 Pass Rates

Dental Hygiene 10/15 = 66.6%

PN – 16/16 = 100%

AND – 20/23 = 87%

MLT ---- PBT ----- Outcome results for State or National/Regional Boards 2014 Pass Rates Dental Hygiene 9/9 passed National Boards PN – pending

nursing students.

Dental Hygiene students will continue the mini mock and mock exams.

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AND – pending MLT---- PBT ----

2013-2014

LIBRARY

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Marc L. Finney, Director of Learning Resource Center Purpose: The purpose of the Learning Resources Center (LRC), as a collective unit that includes the library and two computer labs—the Electronic Resources Center (ERC) and the Learning Assistance Center (LAC)--is two-fold. First, it is an academic library that supports the college curriculum by providing print and non-print materials for students and staff. Second, the LRC is a public library that encourages life-long learning for its patrons by providing materials of interest as well as the skills necessary for locating, evaluating, and applying information in their daily lives.

2013-2014

STUDENT SERVICES and ENROLLMENT MANAGEMENT Admissions, Counseling, Financial Aid, Registrar, Student Success Center, Student Support Services Barbara Hasty, Dean of Student Services and Enrollment Management Purpose: The mission of Student Services is to provide essential services that contribute significantly and directly to the furtherance of education, graduation, and total development of students.

Goal Intended Student Learning Outcome Intended Outcome

Criteria for Success

Assessment Tools Resources/Cost

Assessment Results/

Outcomes

Use of Results

Goal I (1.1) Provide instructional support for patrons.

The library provides instruction that supports the faculty, students, and the needs of the curriculum.

70% of ACA students will score at least 80% or better on the LRC post test.

92% of the faculty will be satisfied with LRC resources

85% of the students will be satisfied with LRC resources.

Library Orientation Pre-test and Post-test

LRC student , faculty and staff surveys

$0

70% of the ACA students scored 89% on the Post-test

The LRC will continue to provide Information Literacy programs for our students.

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Goal Intended Student

Learning Outcomes

Criteria for Success

Assessment Tools

Resources/

Cost

Assessment

Results/

Outcomes

Use of Results

Intended Outcomes

Measure against “what”?

Measure with “what”?

Budget

What does the measurement say?

Application/How will you use what you learned?

G1:To promote academic excellence in teaching and learning

1.1 Development strategies to strengthen student learning outcomes and raise academic achievement

Students will have access to available resources for which they qualify through continued institutional participation in federal and state programs. Through a program of grants, scholarships, and employment, students enrolled will be able to supplement their own resources and those of their family to complete a course of study.

Students will submit the Free Application for Federal Student Aid (FAFSA) to determine federal and state grant eligibility. The Financial Aid Office will maintain a computer lab for student access to the online process. Individual assistance is available to students. Policy literature and counseling will be provided to students, ensuring continued eligibility for funding.

Utilizing Colleague software, student applications will be imported, processed, and monitored for eligibility. Evaluations of student data (academic) at the end of each semester will be performed. There will be a reduction in the percentage of students not maintaining satisfactory academic progress from one academic year to the next.

$ 0

For the 2013-14 AY, 2,131 HCC applicants/students submitted their FAFSA results to HCC. To date, 1,356 students have been awarded aid. A total of 1,080 unduplicated students have been disbursed aid.

SAP policies were applied accurately and consistently among financial aid recipients. At the end of spring 2014, 88% of students remained eligible, a 7% increase over 2013.

Students have access to federal and state funding to supplement their own resources. Annual audit ensures compliance and the accuracy of disbursements.

There continue to be increases in the percentage of students that are meeting SAP requirements. Efforts will continue to educate students on the SAP policies.

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Students in SSS will utilize the tutoring and academic advising services to help them persist towards graduation.

In 2014, SSS will increase the tutorial services benchmark from 20% to 25% by the end of the year.

Weekly tutorial sign-in sheet and end of semester grade report

(1) $ 0 Of the 43 students enrolled in tutoring, 77% (33) successfully completed tutorial services for 2013-2014

The data supports the theory that one-on-one and small group sessions are effective when working with learning

In 2014 – 20% of the 2010-11 SSS cohort will graduate from HCC

20% of students in the 2010-11 SSS cohort will complete a degree completion plan by the beginning of Spring 2014

SSS Academic Advancement Plan/Mid semester report HCC transcript

$0 Of the 159 new SSS participants in 2010-2011, 39 (25%) graduated by May 2014, which exceeds the goal of 20%

The data will assist SSS staff in assessing the average number of students graduating per cohort and the data will be used to advise/encourage students to graduate on time.

Freshmen will matriculate with at least 32 credit hours towards degree completion.

100% completion of 32%+ hours among freshmen at the end of the academic year

Data gathered through Datatel on outcomes of Freshmen. Log in sheet

$50.00 Printing Costs

3 out of 934 freshmen had 32 or over hours. 147 out of 934 freshmen had between 24 to 31 hours.

Contact the 147 by phone, postcard or email for academic advising or career counseling.

Sophomores will matriculate towards degree completion and graduation within 2 years

100% of sophomores will complete academic programs and graduate at the end of 2 years

Log in sheet. Datatel Registrar’s report on graduation.

$50.00 Printing Costs

218 out of 848 sophomores graduated. 333 sophomores have 55+ credit hours. This leaves 297 sophomores between 32 and 54

218 out of 848 sophomores graduated. 333 sophomores have 55+ credit hours. This leaves 297 sophomores between 32 and

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credit hours. 54 credit hours.

Students in the transfer track will apply colleges 6 months before they graduate from HCC

100% of college transfer students will know where they plan to attend college by HCC graduation in May

Student reports. Tracking AA, AGE, and AS majors to graduation thru Datatel. Survey/query of and phone calls to CT student/perspective graduates for post-graduation plans

$500.00 Travel funds to visit colleges. $50.00 Printing costs.

3 CT students graduated out of 174. 30 CT student have over 60 hours.

Contact the 30 by phone, postcard or email for academic advising or career and college transfer counseling. Find out many are approaching max time for Pell, how many on suspension, and how many already at max for Pell.

Eligible high school students recruited will enroll in the CCP program at HCC

100% of eligible high school students will chose a pathway and follow it to graduation from high school and HCC.

CCP Log and Colleague Roster

Novelty and promotional literature cost estimated at $1000.

89.25% or 75 out of 119 eligible enrolled in the CCP program.

Need to recruit on a continuous basis in order to increase CCP enrollment.

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SSC Students passing rate will increase through one-on-one, small groups, and study group sessions with related course work, as referred by instructor or student request.

At least 60% of SSC Students passing rate will increase through one-on-one, small groups, and study group sessions with related course work, as referred by instructor or student request.

SSC weekly, monthly, and yearly Reports, Midterm grades and end-of-Semester grades (Fall 2013-Summer 2014)

One (1) nine months 30 hours a week with benefits position= ($17,000), 13-18 tutors and salary = ($40,000), partitions = ($335.00 per partition x8 = $2,680) to offer privacy during tutoring, and math graph boards = ($500.00), a computer = ($900.00) Marketing and advertising and ($300.00), Textbooks for tutors usage = ($1,000.00). Chairs (10) = $1,150.00) and additional tutoring space.

Waiting to receive data to complete data through Spring 2014. Summer 2014 will be included at the end of summer semester upon receiving summer grades.

Usage of the SSC will increase

Usage of the SSC will increase by 20%

Referral Cards Student Referral Cards – FTE and Student FTE Attendance Record Cards = ($400.00).

In comparison to fiscal year 2012-2013 to 2013-2014 usage of the SSC increased by 7%. This information is inconclusive in comparison to fiscal year 2012-2013 to

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2013-2014 because the summer 2014 semester will begin on 5-20-14 and will end on 7-15-14.

Students will complete a minimum of 15 hours in the Literacy Education Lab.

Students who score below a 3 in DMA 010 will report to the Literacy Education Learning Lab and complete the self-improvement class.

The list of students who have completed the self-improvement class in the Literacy Education Learning Lab.

$2.78 per real of paper to print the test result and Referral Forms.

101 students were referred to the Learning Lab from May 8, 2013 to May 12, 2014. 7% completed all learning lab requirements. 15% started, but did not finish. 19% reported to the lab to take the Pre-Test (TABE). 3% completed 15+ hours, but are unable to pass the Post-Test. 6% scored 8.1 or higher on the Pre-Test and did not need remediation. 48% never reported to the lab. 1% never tested. 1% opted out and changed major. 1% could not enroll in the self-improvement course because the advisor enrolled the student in DMA 010.

In an effort to increase the percentage of students who complete all of the learning lab requirements, I will follow up with students via phone call, e-mail, and letter. I will continue to utilize Google Docs to collaborate with Ms. Cousins concerning students who are referred to the lab I will get the Registrar to run a query to see if students who did not complete all learning lab requirements enrolled in DMA 010. I will request updated contact information from students referred

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to the lab so I can follow-up and address further questions and/or concerns they may have about the process.

Student and graduates will have the opportunity to search and apply for jobs via HCC’s job placement website.

Students and graduates will receive weekly job posting via e-mail or HCC’s job placement website.

Students and graduates will participate in an online survey to “report a submitted application, an interview, or hire” via our job placement website.

$0 Worked with 25 individuals directly from July 8, 2013 through May 5, 2014. Only 13 people participated in the survey. Of the 13 participants, 23% are employed. Sice reciving job placement services, 46% submitted an application for a job placement services, 38% forwarded their resume to employers. Since receiving job placement services, 8% was hired for a job. 85% reported that the service & assistance provided through the job placement office was “Excellent”. 15% reported that the service & assistance provided through the job placement office was “Good”.

I will network with more employers to acquire jobs and internship opportunities for our students. I will continue to post jobs via our job placement website. Expand our job placement website to

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1.4

Strength and expand the role of technology in the curriculum and online courses.

Students will be able to access the National Student Clearinghouse from the HCC website to access and print enrollment and degree verifications.

Self Service link will be activated

Registrar will use the National Student Clearinghouse database to determine how many students have accessed enrollment and degree verification services.

National Student Clearinghouse database. It is a free service.

Has not yet been implemented. The System Office is working on a “Self-Service” for all campuses and WebAdvisor will phase out. Once it is available Halifax Community College will make it available for all active students. A mobile app will also be available for students.

Implementation expected by September 2014. HCC’s implementation of this is contingent upon the North Carolina Community College System.

All faculty will maintain attendance using WebAttendance tracking effective Fall 2013.

100% of XATT reports from Colleague will indicate that distance faculty is maintaining web attendance for classes taught.

Colleague computer system (reports)

Colleague computer system. WebAdvisor

All faculty in the Vocational/Technical School used WebAttendance Spring 2014.

The Pilot was successful. WebAttendance will be implemented campus wide Fall 2014.

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(3) Increase use of web registration among student population.

(3) 500 or more students will use WebAdvisor for registration during early registration for Spring 2014.

(3) Query the number of students who used WebAdvisor to register for spring 2014 classes.

(3) $0 243 students registered themselves through WebAdvisor or Spring 2014.

Increase the use of WebAdvisor registration by spending gmails, posting reminders on social media (facebook, twitter) and announcements in class by faculty.

Active VA files will be scanned and made paperless this year.

By August 2014, ½ of the VA files will have been scanned and those files will be maintained electronically.

½ of active VA files will be electronic.

Purchase desktop scanner for the Registrar’s

Has not been completed.

Plan to implement by December 31, 2014.

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Goal III: To Enhance the quality of life and support economic development Roanoke Valley.

Students are able to enroll in school at Halifax Community College.

Increase the number of students enrolled by 2.5% each academic year

Census taken at beginning of each semester

Marketing Materials $25, 030 Annually

In addition the H.S. and GED graduates, admissions developed other target audiences, i.e., CFNC college redirection pool, applied for FAFSA and listed HCC as 1 of 10 college choices, For Fall 2013, CFNC- college redirection pool enrollment was 14% (5 of 36)

For Fall 2013- Applied for FAFSA and listed HCC as 1 of 10 college choices was 8% 23 out of 281 enrolled.

For Fall 2013- One outreach event produced enrollees, i.e., Job Fair at the Becker Village Mall (35 names and 3 new enrolled) about 9%

In addition the H.S. and GED graduate admissions developed other target audiences, i.e., CFNC college redirection pool enrollment was 14% (5 of 36)

For Fall 2013- Applied for FAFSA and listed HCC as 1 of 10 college choices was 8% 23 out of 281 enrolled.

For Fall 2013-One outreach event produced enrollees, i.e., Job Fair at the Becker Village Mall (35 names and 3 new enrolled) about 9%

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3.4 Build a collaborative plan with admissions and continuing education to increase articulation to degree attainment.

Increase the number of GED graduates enrolling in Curriculum programs

Increase the number GED graduates enrolling in Curriculum programs by 10%

a. List from Continuing Education b. Verification from Registrar

$0 Admissions actively participate in the monthly GED orientation. Admissions Office coordinated with School Chairs and Financial Aid and SSS Director to share their curriculum programs FAFSA process, and resources with Adult Education staff to enlighten them more of HCC’s resources. GED sends list to admissions on a monthly basis of GED graduates. Post cards and periodic follow-up calls are made. For Fall 2013, HCC enrolled 20% of the GED graduates (9 of 45).

Admissions actively participate in the monthly GED orientation. Admissions Office coordinated with School Chairs and Financial Aid and SSS Director to share their curriculum programs FAFSA process, and resources with Adult Education staff to enlighten them more of HCC’s resources. GED sends lists to admissions on a monthly basis of GED graduates. Post cards and periodic follow-up calls are made. For Fall 2013, HCC enrolled 20% of the GED graduates (9 of 45)

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2013-2014

WORKFORCE DEVELOPMENT, CONTINUING EDUCATION and COMMUNITY SERVICES Adult Basic Education, General Education Development, Learning Lab, Compensatory Education, Business & Industry Services Tamba Thompson, Acting Dean of Workforce Development, Continuing Education, & Community Service Purpose: The purpose of the Continuing Education and Community Services Division is to provide single courses, each complete in itself, designed for the specific purpose of training an individual for employment, upgrading the skills of persons presently employed, and retraining others for new employment in occupational fields for success in the rapidly changing and globally competitive workplace. (III. A, III.B, III.C, III.D)

Goal Intended Student Learning Outcome Intended Outcome

Criteria For Success

Assessment Tools

Resources/Cost

Assessment Results Use of Results

Goal II (2.7) Creating pathways of success by increasing third party credentialing of our students

To increase the third party credentialing and employability of students

Increased # of class offerings that lead to third party credentialing by 5% for 2013-14

Number of additional courses offered above the 2012-13 offerings

The department has added 5 new credentials. (1) OSHA outreach for industry standards (2) National Safety forklift (3) Department of Commerce Pre apprenticeship for HVAC (4) Department of Commerce Pre apprenticeship for Energy Specialist (5) NC Refrigeration Resulting in 15 new class offerings in 2014 equating to 6.9% of the previous

The additions of the new 3rd party credentialed classes show the need to continually search for new offerings for area students to keep up with the needs of the community. Without these new third party credentials, the drop in students

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years credentialed classes. These new credentials represent 15.6% of the credentials taken by students in 2014.

would have been greater. The department will continue to explore new and desired 3rd party credentials to offer the community.

Goal III (3.4) To support economic development in the Roanoke Valley by building a collaborative plan with Student Services/

Admissions and Workforce Development/Literacy Education to increase articulation to degree attainment

Workforce Development/Literacy Education students will be admitted into curriculum programs for degree attainment

Baseline has been established for increasing enrollment of Workforce Development/Literacy Education students, who enrolled in curriculum programs

Identification of effective strategies to increase Workforce Development/

Literacy Education student enrollment in curriculum programs

The department has added Curriculum Program Informational Meetings whereas the curriculum departments shares information with literacy education personnel.

The department has coordinated and established faculty visitations during New Student Orientation (NSO). Faculty provides curriculum programs information to literacy education personnel. Feedback from the NSO survey results will be compiled and reported at the

The department should continue to increase communication and collaboration with Student Services by providing Admissions with literacy education completion lists throughout the semester.

Jointly, the department and Admission should continue to follow-up with literacy with literacy

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end of the semester.

Fall 2013 and Spring 2014, 31 literacy education on-campus and off-campus graduates enrolled in curriculum programs. This equates to 59% of on-campus and off-campus literacy education graduates.

education graduates about enrolling in curriculum programs for future semester.

Propose an articulation agreement Workforce Development/ Continuing Education/ Community Service and Curriculum which could be useful to assist future students enroll into curriculum programs.

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2013-2014

OFFICE OF INSTITUTIONAL EFFECTIVENESS, PLANNING, & ASSESSMENT Dr. Adriane Leche, Dean of Institutional Effectiveness, Planning and Assessment QEP Circle Program Marcus Lewis, QEP Director/Research Associate

Purpose: The QEP Circle Program addresses barriers or weaknesses in student learning that impact their ability to self-regulate learning and solve problems. The Circle Program utilizes two sets of Learning Communities (LC’s) to facilitate the development of skills necessary to self-regulate learning and solve problems. In compliance with HCC’s Strategic Planning Goal IV (4.3), SACS requirements, and QEP goals, the following I.E. plan has been developed to assess the effectiveness of the current QEP model and utilize results to increase its effectiveness and number of students impacted going forward.

Goal Intended Student Learning Outcome

Intended Outcome

Criteria for Success

Assessment Tools Resources/Cost

Assessment Result/Outcomes

Use of Results

Goal IV: (4.1) Develop, implement and evaluate a comprehensive institutional effectiveness and assessment plan.

Assessment of institutional and student learning outcomes data will be documented. Institutional effectiveness process will promote and facilitate collaboration in and between units. Data results will be available to various constituents.

Data will be collected and analyzed for reporting. Institutional Effectiveness plans Data will be available on webpage, in fact book and publications

Annual institutional effectiveness report and use of results. Unit institutional effectiveness plan results. Discussion meetings on plans and results. Fact book, Web page, and publications

Printing

Institutional Effectiveness Plan Summary for 2012-13 was completed December 2013. Meetings were held with all units about results and planning for 2013-14. Results posted to Planning and Research site on HCC Web page and distributed to

Results were used to prepare initiatives for 2013-14 in alignment with the strategic plan. Results are used for continuous quality improvement and planning.

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President to VPs, Deans and School Chairs. New I. E. for 2013-14 completed December 2013. HCC Fact Book completed February 2014 and distributed to President, VPs Deans, School Chairs, and Board of Trustees. Course evaluations were administered using IOTA and results distributed. Student Satisfaction Survey and Graduating Student Survey was administered and report distributed.

Fact Book available for internal and external data use. Evaluation data utilized for employee annual evaluations, to identify areas needing improvement and recognize excellence in service and performance. Issues identified for improvement are prioritized to be addressed each year.

(4.3) Implement QEP to meet the quality enhancement plan goals and SACSCOC requirements.

To provide skills necessary for students to matriculate and complete their certificate, diploma, and/or degree

Institutionalize

Comparable retention, persistence, and graduation rates of students that have taken learning community

Overall Success Rates of LC courses

Retention Rates

Persistence Rates

Graduation Rates (100%,

ACA 085 LC/TR Overall success: 49%/46% Retention: 57%/57% Persistence:

The QEP will incorporate an enhanced ACA 111/122 course (CIRCLE 1) strongly recommended for all incoming

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foundational practices that positively impact student completion rates.

courses versus those that did not.

150%, & 200% time frames)

86%/81% DMA 010-040 LC/TR Overall success: 49%/46% Retention: 57%/57% Persistence: 86%/81% ENG 095 LC/TR Overall success: 61%/82% Retention: 64%/86% Persistence: 94%/96% HUM 115 LC/TR Overall success: 50%/NA Retention: 100%/NA Persistence: 50%/NA ENG 111 LC/TR Overall success: 60%/61% Retention: 100%/73% Persistence: 60%/84% Graduation Rates/Timefra

students to equip them with foundational and self-regulated learning skills needed to be successful academically. This will have a greater impact on success rates for not only developmental courses but for subsequent courses as well.

Interventions will include a heavier focus on SRL skills (time mgmt, goal setting & monitoring, strategic planning), resources, WebAdvisor, BB, study skills, and intro. to critical thinking.

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Successfully prepare for SACSCOC 5th year interim report due 2016.

Prepare a plan for completing impact report for implementation beginning Spring 2014.

Established plan

mes 2010-11 Cohort: 12/71 = 17% 100%=3, 150%=5, 200%+=4 2011-12 Cohort: 3/67 = 4.5% 100%=0, 150%=1, 200%+=2 2012-13 Cohort: 8/154 = 5.2% 100%=6, 150%=0, 200%=2 Plan completed and presented to President and Board of Trustees-February 2014; report planning kick-off held campus-wide March 2014; leadership teams established May 2014.

Leadership teams are working on report criteria to ensure a timely completion for 2016.

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2013-2014

INSTITUTIONAL ADVANCEMENT The Foundation, Public Relations & Marketing, Printing & Graphics, Resource Development, The Centre Dr. Dianne Rhoades, Vice President of Institutional Advancement, Executive Director of the HCC Foundation Purpose: Institutional Advancement is the process of encouraging all college stakeholders to play a role in promoting and supporting their college.

Purpose: The purpose of the HCC Foundation is to receive gifts of cash, securities, or property to provide scholarship assistance for students at HCC and to support programs and services of the College. (Institutional Goal V)

Goal Intended Student Learning Outcome Intended Outcome

Criteria for Success Assessment Tools Resources/Cost Assessment Result /

Outcomes

Use of Results

Goal V. To strengthen private and public financial support for the college and students. (5.1) Develop, implement and evaluate a comprehensive plan for external fund-

A faculty/staff/board (College and Foundation) fund drive annually. A successful alumni/community fund drive will be held annually.

An annual Foundation fund drive. Raise at least $25,000 each year an increase of 40% or more. Raise at least $15,000 each year.

To review total dollars raised for overall Campus Fund Drive 2012 and determined strategies needed to meet criteria outlined. To review total dollars raised for overall Campus Fund Drive 2012 and determined

Cost to be determined after January 1, 2014 Cost to be determined after January 1, 2014

Goal met for the year 2013-2014. The goal was set at $25,000, total raised was $28,449. During 2012-2013 $17,500 was the goal.

An alumni/community fund drive was conducted

We will look at the data and plan this year’s goal and increase giving.

This years result will be reviewed. Next year we will separate alumni/commu

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raising to increase restricted and non-restricted funds.

strategies needed to meet criteria outlined.

with $81,780 being raised. Our goal of reaching was far reached.

nity totals. We will work with alumni to establish chapter and increase fund raising among alumni.

(5.2) Set yearly benchmarks for increasing foundation funds to 2 million by 2017

Increase scholarships by 30% Increases grants and projects total dollar to 25%.

Raise at least $30,000 in new scholarships funds. Raise at least $300,000. annually in grants

To review total dollars raised for overall Campus Fund Drive 2012 and determined strategies needed to meet criteria outlined. To review total grant dollars raised for 2012 and determined strategies needed to meet criteria outlined.

No cost associated No cost associated

Our goal was reached. New scholarships totaled $23,950 and matching PBI funds totaling $25,000 dollars brought totals to $48,950.

Our goal was reached. We secured $743,000 in grants this year.

We will visit churches, organizations and business to educate them on the needs of Halifax Community College and the needs of our students to promote an increase in scholarship dollars.

This year created a position that had heavy emphasis on grant writing. We will concentrate even more emphasis on grant writing during the 2014-2015 year

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to increase our grant funding totals.

(5.3) Develop and implement a plan to increase alumni engagement and community support (5.4) Develop, implement and evaluate a

To develop an HCC Alumni Association that function as a body to assist with the mission and goals of the college To increase awareness about Halifax Community College to campus

To establish three chapters in the Roanoke Valley Number of news releases distributed with increase of 2%.

Established chapter membership and develop chapter Bylaws, Polices and Procedures Tabulated number of news releases .

A cost of $300.00 to handle refreshment for chapter initial meeting. Cost to be determined after January 1, 2014.

This goal was not reached. More work will be done in this area.

Goal met. Number of news release increased by 2 percent

We are working to grow the alumni. We have had our second annual presidential and alumni breakfast and will continue to build relation- ship with alumni through community events. We have found that inviting alumni to events label alumni does not produce a good turnout. We will go out into the community to events and reach alumni through civic, cultural and church events.

We will use results to continue to communicate with students

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comprehensive public relations plan to enhance community relations and college visibility. (5.4) Develop, implement and evaluate a comprehensive public relations plan to enhance community relations and college visibility.

and community. General public and HCC faculty, staff and students will read about HCC events and happenings online and in the area media. General public and HCC faculty, staff and students will receive updates. To increase activity on Facebook and Twitter.

Number of updates posted on social media sites will increase by 3 percent Number of photos and photo albums posted online, especially to social media sites, will increase by 3 percent

Tabulated number of postings on Facebook and Twitter Tabulated number of photo postings on the News and Events webpage as well as Facebook

Cost to be determined after January 1, 2014. Cost to be determined after January 1, 2014.

2012-2013 we had 191

2013-1014 releases were 234.

Goal met. Number of posting on Facebook increased from 52 in 2012-2013 to 125 in 2013-2014.

Number of posting to Twitter increased from 53 in 2012-2013 to 207 in 2013-2014.

Number of photos and pho albums online to social increased 3 percent. The number of photos on Facebook

by increasing and enhancing our current marketing plan.

Use results to generate more interest in Facebook and Twitter.

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(5.5) Develop, implement and evaluate a campus-wide outreach activity plan for service units and academic schools.

General public and HCC faculty, staff and students will view events and happenings through photographic representations To present HCC and its students, president and staff accurately and effectively to all stakeholders and to provide HCC staff the resources critical to the success of the college. Provide services that are needed by faculty and staff.

To provide needed assistance with request for design, copying and printing to administration, faculty and staff. Identification of faculty and staff needs.

Annual survey to determine customer satisfaction. Survey faculty and staff to determine print copy and design needs.

Cost to be determined after January 1, 2014. No cost associated No cost associated

increased from 22 in 2012-2013 to 80 in 2013-2014.

Twitter photos was 0 in 2012-2013 and totaled 94 in 2013-2014.

This objective was not met. We will complete a survey during the 2013-2014 for the area of Printing/ graphics, PR, The Centre and IA.

This objective was not met. We will complete a survey during the 2013-2014 for the area of Printing/ graphics, PR, The Centre and IA.

We will use the results from this survey to determine future needs of faculty, staff and students.

We will use the results from this survey to determine future needs of faculty, staff and students

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(5.6) Develop, allocate, and evaluate a planned budget of our financial resources from all sources to assure that we are utilizing our fiscal resources wisely to meet our mission, goals and strategic initiatives.

Increase the awareness and appreciation of American culture and International cultures through artistic presentations

Offer 2-3 Children’s Theatre performances that include educational components to be shared with the teachers prior to the performance.

Schools participation and “Study Buddy” components that are provided for the educators through the presenting organization. Surveys will be taken at each event.

Cost $6,000.00

This series served 1,531 students from Halifax County Schools, Weldon City Schools and the Roanoke Valley Early College along with participants form Weldon’s Adult Daycare. Total income for the series was $7,485.00

We will continue to work with the school districts to see how we can increase district participation by:

Meeting more frequently with the school districts

Establish a key contact person for each district

Develop a children”s theatre contact email group

Focus on the academic calendar of each school.

We will increase our marketing research plan to collect data to see determine the needs for this targeted area. This will help us target the

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To increase the number of outside rentals annually To increase The Centre’s ‘presence within the community

The number of outside rentals will increase by 20% Increase presence on Social Network and Publications

To review rental costs and create a strategy to keep our venue competitive with other facilities in the community Creation of “fan pages” on Facebook and Twitter. Work with Public Relations on publicity to increase. The Centre’s visibility.

No direct cost associated with this goal. No direct cost associated with this goal.

This goal was met. We had a 23.07 increase. In 2012-2013 we had 39 rentals, in 2013-2014 we had 48 rentals.

This goal was met. A Facebook and twitter fan page was created. We currently have 126 “likes” and have seen 169 visits to the page. On twitter we have 5 followers and are following 17 presenting and performing arts organizations that offer

clients that this area serves.

We will continue to increase visibility via social network by:

Keeping both Facebook and Twitter updated

Promote the facility on each page.

Utilize each page to promote upcoming events

Display photos of events that have taken place at The Centre.

Upload rental and seating information onto each page.

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information that can help enhance The Centre at Halifax Community College.

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